GENERAL PEDAGOGY ADVANCED COURSE mutuato
PEDAGOGIA GENERALE CORSO AVANZATO
Education for Reason
Educazione alla ragione
| A.Y. | Credits |
|---|---|
| 2022/2023 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Maria Chiara Michelini | Meetings can be held on Tuesdays and Wednesdays either in person or online by appointment. From time to time, following communication via the blended platform, collective online receptions will be held on specific topics covered in the course. |
| Teaching in foreign languages |
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Course with optional materials in a foreign language
English
This course is entirely taught in Italian. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to affirm the need to place education for reason at the centre.
Through Bertin's perspective, the concept of pedagogy as a science, the articulated theoretical structure and the repercussions on the practical side of educational action will be investigated.
It will deal critically and problematically with the fundamental concepts of pedagogy: education, training and instruction, as their own areas of practice, which have taken on different meanings throughout history, intertwining, overlapping and distinguishing themselves within the language of pedagogy itself.
The analysis of the themes will be carried out by means of a pathway that will focus on the theoretical and historical foundations of the conceptual field of pedagogy, then moving on to explore and deepen some of its declinations referring to educational action and training in a reflexive sense.
The analysis will be conducted from the point of view of both theoretical foundations and possible methodological and operational dimensions.
In particular, the course aims to promote :
knowledge of the fundamental concepts of pedagogy (education, instruction, training)
the ability to reason according to the logic of general pedagogy, with regard to the concepts and themes addressed
knowledge of Bertin's thought with particular regard to the themes:
- Philosophy of education of a critical-transcendental character
- Conception of the Problematic nature of the educational experience
- Rationality characterising the pedagogical instance in a methodological rather than metaphysical sense
- Plurality of educational systems as a function of antinomian understanding
- Intellectual, ethical-social, affective education
Program
1- Educare alla ragione, la via di Bertin (Lessons 1-2-3-4-5-6-7-8-9-10)
a. Education for reason fifty years later
b. Experience and philosophical awareness of reality
c. The moments of experience
d. Philosophical analysis of educational experience
e. The philosophical foundation
f. Plurality of educational systems in an antinomian function
g. Philosophy of education and educational practice
h. Intellectual education
i. Ethical-social education
j. Affective education
2 - I termini fondamentali del sapere pedagogico nella loro evoluzione (Lessons 11-12-13-14-15-16-17-18)
a. The fundamental terms of pedagogy. A work programme
b. The concepts of education, instruction and training and pedagogical theory
c. Education and conditioning. The proprium of education and its boundaries
f. Democracy and Education in Dewey
g. The concept of education and its conditions
i. The concept of education and the documents of the European Union
Bridging Courses
Not planned
Learning Achievements (Dublin Descriptors)
In relation to General Pedagogy at the end of the course the student must show possession of
Knowledge and understanding:
advanced knowledge relating to the main lines of the epistemological debate within general pedagogy, with particular reference to the concepts of education, instruction and training;
understanding of the concepts of general pedagogy covered in the course;
knowledge of the theoretical contribution of the main authors on the topics addressed;
understanding of the theoretical pathway leading to the definition of the constructs of education, instruction and training,
knowledge and understanding of the pedagogical thought of Bertin and the problematicist school.
Applying knowledge and understanding:
show understanding of the theoretical and methodological approaches of general pedagogy with particular regard to the concepts of education, instruction and training;
demonstrate the ability to use knowledge and concepts from general pedagogy, identifying them in references to educational practice and institutional documents;
be able to identify the dialectical poles of experience, from a problematicist perspective, in educational practice.
Making judgements:
recognising themes and problems of general pedagogy in relation to the constructs of education, instruction and training;
critically evaluate problems relating to educational contexts;
be able to interpret problematic situations from the perspective of the studied constructs;
critically evaluate acquired knowledge and concepts also in relation to particular contexts and situations;
Communication skills:
express course content clearly, explaining its meaning;
communicate through the use of discipline-specific language;
argue about issues and problems using the vocabulary of the problem-solving approach.
Learning skills:
use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;
use acquired knowledge and concepts to foster connections within the pedagogical discourse;
to move independently in the study of the texts and teaching materials provided;
rework acquired concepts in a personal and critical manner.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
In-presence exercises (individual, in pairs and in groups, also with the use of technological tools).
Formative assessment tests in itinere (self-assessment) in presence and/or online with delivery on the moodle platform ' blended.uniurb.it)
Optional materials in English will be made available on the blended platform during the semester.
Teaching, Attendance, Course Books and Assessment
- Teaching
The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.
- Attendance
Not required.
- Course books
1 - G.M Bertin (2021), Educazione alla ragione. Lezioni di pedagogia generale. Cura e introduzione di M. Baldacci e M. Fabbri. Roma: Avio Edizioni Scientifiche.
the following chapters:
- Education for Reason Fifty Years Later (Baldacci-Fabbri) pp. 11-30
§ Part One: Foundations of educational experience pp. 31-123
- Chapter One: Experience and philosophical awareness of reality pp. 36-66
o I The transcendental idea of experience and its methodological function pp. 36-37
o II Methodological implications of the "transcendental" moment of experience pp. 38-39
o III The 'problematic' and 'rational' moments of experience pp. 40-44
o IV The 'problematic' moment in the 'logic' of the rational pp. 45-49
o V The philosophical awareness of experience and its aspects: ethical commitment and rational commitment pp. 50- 55
o VI Conclusion: the moment of problematicity in modern culture pp. 55-66
- Chapter Two - The philosophical analysis of educational experience pp. 67-
o I The philosophy of education
o II The plurality of educational systems in function of the antinomian "understanding
o III The problematic nature of the educational experience
o IV Conclusion: philosophy of education and educational practice
§ Part two: Educating to reason
- II Intellectual, ethical-social, affective education pp. 157-256
o I Intellectual education: objectives pp. 157-168
o II Intellectual Education: Methodological Directions pp. 169-185
o III Ethical-social education: objectives pp. 186-196
o IV Ethical-social education: methodological indications pp. 197-208
o V Affective education: objectives pp.208-217
o VI Affective education: methodological indications pp. 217-256
- Chapter IV The educator-pupil relationship: "personal" and "social" aspects
o The educator-pupil relationship and social mediation pp. 288-298
2 - Baldacci, Colicchi (a cura di), (2020), Iconcetti fondamentali della pedagogia. Educazione, istruzione, formazione. Roma: Avio Edizioni Scientifiche.
- Introduction pp. 9-16
o Part One pp. 19-58, specifically:
- The fundamental terms of pedagogy. A work programme (Baldacci) pp. 19-39
- The concepts of education, instruction, training and pedagogical theory (Colicchi) pp. 40-58
- o Part Two
On the concept of education
- Education and conditioning. The reasons for a binomial (Fabbri) pp. 98-112
- The concept of education in Dewey's Democracy and Education (Pezzano) pp. 141-156
On the concept of education
- Education. Term and concept (Martini) pp. 188-202
- On the concept of education
- The concept of education in European Union documents (Michelini) pp. 248-261
- Assessment
The expected objectives are verified through an oral interview.
The assessment criteria are as follows
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement.
The final assessment is expressed in thirtieths.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.
- Attendance
Not required
- Course books
1 - G.M Bertin (2021), Educazione alla ragione. Lezioni di pedagogia generale. Cura e introduzione di M. Baldacci e M. Fabbri. Roma: Avio Edizioni Scientifiche.
the following chapters:
- Education for Reason Fifty Years Later (Baldacci-Fabbri) pp. 11-30
§ Part One: Foundations of educational experience pp. 31-123
- Chapter One: Experience and philosophical awareness of reality pp. 36-66
o I The transcendental idea of experience and its methodological function pp. 36-37
o II Methodological implications of the "transcendental" moment of experience pp. 38-39
o III The 'problematic' and 'rational' moments of experience pp. 40-44
o IV The 'problematic' moment in the 'logic' of the rational pp. 45-49
o V The philosophical awareness of experience and its aspects: ethical commitment and rational commitment pp. 50- 55
o VI Conclusion: the moment of problematicity in modern culture pp. 55-66
- Chapter Two - The philosophical analysis of educational experience pp. 67-
o I The philosophy of education
o II The plurality of educational systems in function of the antinomian "understanding
o III The problematic nature of the educational experience
o IV Conclusion: philosophy of education and educational practice
§ Part two: Educating to reason
- II Intellectual, ethical-social, affective education pp. 157-256
o I Intellectual education: objectives pp. 157-168
o II Intellectual Education: Methodological Directions pp. 169-185
o III Ethical-social education: objectives pp. 186-196
o IV Ethical-social education: methodological indications pp. 197-208
o V Affective education: objectives pp.208-217
o VI Affective education: methodological indications pp. 217-256
- Chapter IV The educator-pupil relationship: "personal" and "social" aspects
o The educator-pupil relationship and social mediation pp. 288-298
2 - Baldacci, Colicchi (a cura di), (2020), Iconcetti fondamentali della pedagogia. Educazione, istruzione, formazione. Roma: Avio Edizioni Scientifiche.
- Introduction pp. 9-16
o Part One pp. 19-58, specifically:
- The fundamental terms of pedagogy. A work programme (Baldacci) pp. 19-39
- The concepts of education, instruction, training and pedagogical theory (Colicchi) pp. 40-58
- o Part Two
On the concept of education
- Education and conditioning. The reasons for a binomial (Fabbri) pp. 98-112
- The concept of education in Dewey's Democracy and Education (Pezzano) pp. 141-156
On the concept of education
- Education. Term and concept (Martini) pp. 188-202
- On the concept of education
- The concept of education in European Union documents (Michelini) pp. 248-261
- Assessment
The expected objectives are verified through an oral interview.
The assessment criteria are as follows
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement.
The final assessment is expressed in thirtieths.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Notes
The teaching is borrowed from the 12 CFU Advanced Course in General Pedagogy of the same Degree Course in Pedagogy.
For students whose syllabus includes a 6 CFU exam, the programme will be taught in the first 36 hours of the course (second semester).
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